Enter the Feedback Loop

2019 ◽  
pp. 297-317
Author(s):  
Adam Patrick Bell
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Feedback Loop ◽  
Peer Assessment ◽  
Music Technology ◽  
Multiple Perspectives ◽  
Self Assessment ◽  
Definition Of ◽  
Meaningful Experiences

The core question that this chapter examines is how music technology in, for, and as music education should be assessed in teaching and learning contexts. Commencing with an explanation of the concept of the personal best in the context of running culture, it suggests that this approach to assessment, which incorporates self-assessment and peer-assessment, ought to be used in music education settings. The chapter then presents a rationale for delimiting the definition of “music technology” as a means of making music, before proceeding to discuss the theories of assessment that provide a framework for suggesting ways of realizing learners’ personal bests. The chapter argues that peer feedback and self-feedback are synergistic strands of the feedback loop that learners must enter to experience an authentic and complex learning environment, and that summative assessment can and should be a natural outgrowth of formative assessment. Ultimately, the aim of this approach is to construct a context in which learners of all levels and abilities can engage in meaningful experiences with music technology while providing a framework to evaluate the quality of the learning that has taken place from multiple perspectives. If teachers and learners commit to this iterative process of assessment as learning, one in which they start but do not stop, then they will have entered the feedback loop.

scholarly journals FORMATIVE ASSESSMENT AS AN ESSENTIAL COMPONENT OF SUCCESSFUL LANGUAGE TEACHING

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 114-117
Author(s):  
Iryna Perishko
Keyword(s):  
Formative Assessment ◽  
Language Proficiency ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Language Assessment ◽  
Self Assessment ◽  
English Classes ◽  
Development Assessment

The article deals with teachers‘ use of language assessment to guide students‘ language proficiency development and academic achievement, the positive benefits of formative assessment for guiding teaching and learning and its characteristics. It is specially noted that language assessment is a purposeful activity that gathers information about students‘ language development. Assessment can be intended to improve teaching and learning or to evaluate the outcomes of teaching and learning. Special attention is given to formative assessment that is described as assessment for learning, in contrast to assessment of learning, i.e. summative assessment. The article focuses on the analysis of formative assessment and its procedures in English classes such as questioning, quizzes, discussions, interviews, role plays, observations, teacher-made tests, checklists, self-reports, journals, projects. Various types of formative assessment, namely self-assessment, peer assessment and alternative assessment are highlighted in the paper. The characteristics of teacher-based assessment that distinguish it from other forms of assessment are described. Teachers assess their students’ learning to determine the effectiveness of their teaching. It should be emphasized that the quality of formative assessment depends on its beneficial uses and value for teaching and learning and teachers‘ judgments and classroom uses of assessments have profound effects on the lives and opportunities of students.

scholarly journals Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

2018 ◽  
Vol 7 (4) ◽  
pp. 287-293
Author(s):  
Irina Evgenyevna Abramova ◽  
Elena Petrovna Shishmolina ◽  
Anastasia Valeryevna Ananyina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
University Teaching ◽  
Foreign Languages ◽  
Special Focus ◽  
Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

scholarly journals THE UTILIZATION OF FOLKLORES AND THE HAPPY STRATEGY TO IMPROVE ENGLISH SPEAKING SKILL AND SELF CONCEPT (BEST PRACTICES FOR NONFORMAL EDUCATION)

2017 ◽  
Vol 1 ◽  
pp. 510
Author(s):  
Wiwiek Afifah
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Teaching Strategy ◽  
Peer Assessment ◽  
Role Playing ◽  
Moral Values ◽  
Self Concept ◽  
Narrative Texts ◽  
Self Assessment ◽  
Speaking Skill

This paper aims to discuss: (1) the integration of moral values through folklore in narrative texts, (2) the implementation of the happy strategy in teaching and learning processes, and (3) the improvement of speaking skill and self concept. The integration of moral values in folklores as narrative texts can be done to fulfil the learning targets. It is because students will be supported to internalize and actualize those values in their life. Some moral values that can be stressed in the integration of folklores are how to be an honest one, confident, careful, communicative, and down to earth person. The Happy strategies are joyful learning activities that can support students in learning how to speak effectively. It is because learning experiences on how to speak and to communicate were framed fun and relax. The characteristic of the happy strategies included ice breaking, storytelling, role playing, self assessment, peer assessment, and selected report. The strategy also made students felt directly aware of their performance from the result of peer assessment. The teaching strategy that had been implemented in non formal education especially for packet B program was proven to be appropriated. Having been implemented the language input (moral values based on folklores) and the happy strategies, student’s linguistic competence, linguistics performance (speaking skill) were improved. Furthermore, student’s self concept also changed to be better. It is because they can learn some moral values from the folklores and strengthen them through the reflection session of the class.

scholarly journals Story-telling Technique Utilizing Puppets to Enhance the Learners’ Speaking Competence

2021 ◽  
Vol 3 (2) ◽  
pp. 304-341
Author(s):  
Muhammad Lukman Syafii ◽  
Slamet Santoso ◽  
Sri Harotno
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Story Telling ◽  
Self Assessment ◽  
Study Program ◽  
Scoring Rubrics ◽  
Field Notes ◽  
The Subject ◽  
The Right

This study was done to enhance the learners’ speaking competence thru a story-telling technique utilizing puppets in parlances of value and transmission of the story. The format of the study was classroom action research. The subject of this research was the 38-second semester learners of the management study program at Muhammadiyah University of Ponorogo. The instruments of this study were observation checklists, field notes, self-assessment sheets, peer-assessment sheets, the students’ speaking performance measured using scoring rubrics, tape recordings, and questionnaires. The findings indicated that the first criterion was when 65% of the learners get into or are earnestly engaged in the teaching and learning process, and the data analysis told that 83% of learners were earnestly engaged. The second criterion was when 65% of the learners get the score higher than or the same as 65, the result indicated that 87% of the learners got scores higher than 65. The final criterion, if 75% of learners own right feedbacks to the application of the story-telling technique utilizing puppets, the results indicated that 89% of the learners indicated the right feedbacks to the technique. This can conclude that the story-telling technique utilizing puppets is effective in enhancing the learners’ speaking ability in learning English.

Nonregulated Assessment in Music Education

2019 ◽  
pp. 494-511
Author(s):  
Nasim Niknafs
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Music Teaching ◽  
Top Down ◽  
Proactive Approach ◽  
Self Organized ◽  
Music Making ◽  
Local Activism ◽  
Do It Yourself

Without access to official state-sanctioned, public music education, Iranian youth, specifically rock and alternative musicians, follow a self-organized and anarchistic path of music making. Expertly negotiating between the act of music making and the unpredictable situations they face daily, they have become creative in finding new ways to propagate their music and learn the rules of their profession. Meanings attached to assessment in these circumstances become redefined and overshadow the quality of music being created. Assessment becomes a local activism that countervails the top-down, summative model. This chapter provides some characteristics of assessment in music teaching and learning in urban Iran that follow Nilsson and Folkestad’s (2005) ecocultural perspective, consisting of four elements: (a) Gibson’s (1979) concept of affordances, (b) orality, (c) theories of play, and (d) theories of chance. Consequently, assessment in urban Iranian music education can be categorized as follows: (1) do-it-yourself (DIY) and do-it-with-others (DIWO), (2) interactive and decentralized, (3) local anarchism, and (4) lifestyle. This chapter concludes that the field of music education should take a “slightly outside perspective” (Lundström, 2012, p. 652) and proactive approach toward assessment, rather than the reactionary approach to music teaching and learning in which assessment becomes an end goal rather than an approach embodied within learning.

A Comparison of Self-Assessment and Peer Assessment of Leadership Skills

NASPA Journal ◽  
2001 ◽  
Vol 38 (3) ◽  
Author(s):  
Cathryn G. Turrentine
Keyword(s):  
Leadership Practices ◽  
Peer Assessment ◽  
Leadership Skills ◽  
Self Assessment ◽  
Self Reports ◽  
Self Assessments ◽  
Peer Reports

Members of a residential leadership community reported whether they had practiced specific leadership skills in the preceding semester and, if so, how well they believed they had performed on that skill. Results were compared with the responses of peer observers. Self-reports of leadership practices were confirmed by peer reports in 72% of cases. Self-assessments of the quality of performance were confirmed by peer assessments in 83% of cases.

Professors' and trainees' perceptions of educational quality as related to preconditions of deep learning in musikdidaktik

2008 ◽  
Vol 25 (2) ◽  
pp. 177-191 ◽  
Author(s):  
Cecilia Ferm ◽  
Geir Johansen
Keyword(s):  
Deep Learning ◽  
Learning Styles ◽  
Music Education ◽  
Teaching And Learning ◽  
Institutional Culture ◽  
Music Teacher ◽  
Teacher Trainees ◽  
External Relations ◽  
The Subject

Interview-based case studies, involving two institutions, four professors and 11 music teacher trainees were conducted in order to investigate the preconditions for deep learning in the subject of higher music education called musikdidaktik. Analysis was based on the ‘didaktiktriangle’ which is a theoretical model that suggests the relations of the professor, trainee and the selected content as being at the core of any educational endeavour. The model helps to frame the debate about the quality of teaching and learning by highlighting the trainees’ learning as relational. Professors as well as trainees located preconditions for deep learning to relations within the didaktik triangle. Furthermore, it became apparent how those preconditions were connected to the institutional culture within which the triangle relations were played out. It is suggested that deep learning in musikdidaktik was regulated by how the teaching forms and the selected educational content gave space for trainees’ learning styles, strategies and approaches. Furthermore, the learning was affected by the musikdidaktik subject's low status within the institutional culture and its external relations to the trainees’ practical teaching training.

scholarly journals Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and its Effects on Student Performance

2022 ◽  
Vol 11 (2) ◽  
pp. 663-680
Author(s):  
Sandra Zulliger ◽  
Alois Buholzer ◽  
Merle Ruelmann
Keyword(s):  
Student Performance ◽  
Mathematics Teaching ◽  
Performance Test ◽  
Peer Assessment ◽  
Experimental Studies ◽  
Real Life ◽  
General Effect ◽  
Everyday Mathematics ◽  
Self Assessment

<p style="text-align: justify;">The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.</p>

scholarly journals Using Self-Assessment as a Tool for English Language Learning

2019 ◽  
Vol 12 (11) ◽  
pp. 64
Author(s):  
Mohd Hafizuddin Mohamed Jamrus ◽  
Abu Bakar Razali
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
English Learning ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
The Right ◽  
Learning English

A very important element of formative assessment is giving and receiving feedback. However, most teachers face difficulty in giving students feedback due to various reasons, such as the large number of students in class that makes it time consuming for them to do so. Fortunately, students themselves can be excellent sources of feedback through self-assessment, through which the students would reflect on the quality of their work, judge the degree to which their work reflects explicitly stated goals or criteria, and revise their work if necessary. Under the right conditions, student self-assessment can provide accurate, useful information to promote learning. Self-assessment can also be effective in English language learning, such as: motivating students to learn and reflect on their own English learning; promote critical thinking and reflective practices in learning English; scaffold knowledge of English learning from different English language skills; develop a sense of autonomy in their own learning English; and foster commitment in learning English among many others. This conceptual paper thus seeks to explore the potentials of using self-assessment in English language learning. In this paper, the concept and underlying principles of self-assessment will be introduced. Next, the review of past studies on self-assessment in the context of teaching and learning English as a second or English as a foreign language (ESL/EFL) will be explained. Later, the advantages and disadvantages of using self-assessment in the classroom will be discussed. In the final section, recommendations will be given for the implementation of self-assessment in learning English as a second language (ESL) classrooms.

scholarly journals PENTINGNYA RUBRIK PENILAIAN DALAM PENGUKURAN KEJUJURAN PESERTA DIDIK

2021 ◽  
Vol 19 (1) ◽  
pp. 161
Author(s):  
Suwarno Suwarno ◽  
Candra Aeni
Keyword(s):  
High School ◽  
Rating Scale ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Social Attitude ◽  
Expected Performance ◽  
Competency Based

<p><strong>Abstrak</strong></p><p>Pengembangan Kurikulum 2013 berbasis kompetensi diharapkan dapat meningkatkan kualitas peserta didik. Penilaian bertujuan untuk menilai perilaku peserta didik di dalam maupun di luar pembelajaran. Tujuan penulisan artikel untuk menguraikan pentingnya rubrik penilaian dalam pengukuran kejujuran peserta didik di SMA. Apabila efektivitas pengajaran kejujuran dapat dilakukan, maka akan menjadi landasan yang kuat untuk bangsa. Kejujuran merupakan salah satu sikap sosial. Penilaian kejujuran dapat dilakukan menggunakan observasi, penilaian diri, penilaian teman sejawat, serta jurnal. Instrumen yang digunakan pada jurnal berupa catatan pendidik. Sedangkan untuk observasi, penilaian diri, dan penilaian antarpeserta didik menggunakan instrumen berupa daftar cek atau skala penilaian yang disertai rubrik. Rubrik adalah alat penilaian yang memiliki deskripsi kinerja yang diharapkan setiap kriteria untuk mencapai nilai tertentu. Rubrik bisa analitik, holistik maupun keduanya yang dikombinasikan. Rubrik bermanfaat bagi peserta didik dan juga pendidik.</p><p> </p><p><strong><em>Abstract</em></strong></p><p><em>Competency-based 2013 curriculum development hopes to improve the quality of students, The assessment aims to assess the behavior of students inside and outside of learning. The purpose of this article was to describe the importance of assessment rubrics in measuring the honesty of students in high school. If the effectiveness of teaching honesty can be carried out, it will create a strong foundation for the nation. Honesty is a social attitude. Assessment of honesty can be done using observation, self-assessment, peer assessment, and journals. The instrument used in the journal was in the form of educator notes. As for observation, self-assessment, and assessment among students using instruments in the form of a checklist or rating scale accompanied by a rubric. A rubric is an assessment tool that has a description of the expected performance of each criterion to achieve a certain value. Rubrics can be analytical, holistic, or both. A rubric is useful for students and educators.</em></p>

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